Undergraduate Course: Theory and Practice of Bilingual and Immersion Education (EDUA10191)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Taught in Gaelic? | Yes |
| Summary | This course will give a detailed overview of the theory and practice of bilingual and immersion education, placing Gaelic education in Scotland in a cross-cultural international context. Students will study key developments in bilingual education since the 1960s, considering issues of teaching methods, the structures of bilingual programmes, policy rationales and frameworks and the varied social and sociolinguistic contexts in which bilingual and immersion programmes have been implemented. The course will encourage students to reflect on their own beliefs, experience, and expertise in relation to teaching and will inform their future teaching practice. |
| Course description |
1. The historical context: the role of education in relation to language and culture, perceptions of bilingualism, rationales for education's role in assimilation and in maintaining distinctiveness
2. Early initiatives in bilingual education in Canada and beyond, with particular attention to Wales and Ireland
3. The theoretical foundations of bilingual education
4. The varying and possibly conflicting policy rationales for bilingual and immersion education programmes: mother tongue education, access to heritage languages, access to cultural capital, integration and assimilation
5. Structures of immersion programmes: early/late, partial/full
6. Gaelic-medium education in Scotland: curricula, guidance and policy
7. Theories of language acquisition in the context of bilingual/immersion education
8. The roles of attitude, affect and motivation in bilingual/immersion education
9. Content-integrated language learning, including the teaching of numeracy, health and well-being, and science in an L2 environment
10. Pedagogical issues involving diverse student cohorts (e.g. L1 and L2 speakers)
11. Supporting and developing biliteracy, in relation to teaching materials and teaching/learning strategies
12. Assessment methods and techniques in relation to bilingual and immersion education
13. The role of parents in relation to bilingual and immersion education
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate an understanding of the theoretical foundations of bilingual education
- demonstrate an understanding of the policy rationales for bilingual and immersion education programmes and the varying structures of immersion programmes
- demonstrate an understanding of the roles of attitude, affect and motivation in bilingual/immersion education
- demonstrate an understanding of theoretical principles concerning language teaching and acquisition
- demonstrate an understanding of assessment methods and techniques in relation to bilingual and immersion education
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Reading List
Baker, Colin (5th edn 2011). Foundations of Bilingual Education and Bilingualism. Bristol: Multilingual Matters.
Barry, B. (2000). Culture and Equality: an Egalitarian Critique of Multiculturalism. Cambridge, MA: Harvard University Press.
Cummins, Jim (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Cummins, Jim, and Hornberger, Nancy, eds (2010). Bilingual Education (Encyclopedia of Language and Education Volume 5). Berlin: Springer.
Garcia, Ofelia (2008). Bilingual Education in the 21st Century: A Global Perspective. Oxford: Blackwell.
Garcia, Ofelia, and Baker, Colin, eds (2008). Bilingual Education: An Introductory Reader. Bristol: Multilingual Matters.
Hornberger, Nancy H. (ed.) (2003). The Continua of Biliteracy: An Ecological Framework for Educational Policy, Research and Practice in Multilingual Settings. Clevedon: Multilingual Matters.
Huss, Leena, Grima, Antoinette Camilleri and King, Kendall A., eds (2002). Transcending Monolingualism: Linguistic Revitalization In Education. Lisse: Swets and Zeitlinger.
May, Stephen (2nd edn 2011). Language and Minority Rights. London: Routledge.
Skutnabb-Kangas, Tove, et al.. (eds.) (2009). Social Justice Through Multilingual Education. Bristol: Multilingual Matters. |
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Bilingualism,Immersion,Bi-literacy,Content-integrated Language Learning |
Contacts
| Course organiser | Mrs Mary Andrew
Tel: (0131 6)51 6361
Email: Mary.Andrew@education.ed.ac.uk |
Course secretary | Miss Marzia Ballardin
Tel: (0131 6)50 3920
Email: Marzia.Ballardin@ed.ac.uk |
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